ARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL) THIRD GRADE LESSON ONE: Dancing Three Vivid Verbs

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1 ARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL) THIRD GRADE LESSON ONE: Dancing Three Vivid Verbs Artist-Mentor Debbie Gilbert Grade Level: 3 rd grade Examples: Enduring Understanding Specific movements and vivid verbs communicate precise action. Target: Moves in self-space and general space and makes shapes. Criteria: Performs non-locomotor actions on one spot, locomotor actions through the room, and freezes in a statue-like form. Target: Choreographs and performs a vivid verb dance. Criteria: Selects and dances three specific action words from the list. Selects one or two verbs from each column, so both self and general space are represented. Puts the verbs in order. Freezes in a shape at the beginning and end of the dance. Notates the dance. GENERATE IDEAS Gather Information From WHAT you know From WHO you know Brainstorm CONSTRUCT MEANING Create drafts Organize ideas Make a choice SELF-REFLECT Check in with self Check in with others Refine work Teaching and Learning Strategies 1. Prepares students for exploring the language of dance and literacy. Displays lesson criteria. Prompts: We are going to learn the language of dance and also explore how writers use language. So we ll be dancers and writers at the same time. Every time we dance, you ll learn new dance concepts that dancers use to create their dances, and also words to expand your vocabulary so you will become better writers. We ll generate ideas, organize them into dances, and then talk and write about what we have created. In this lesson, we ll learn the dance words: self-space, general space and shape. We ll make a list of verbs and use them to create a dance. Student: Considers the dance and writing exploration to come. 2. Readies students for dancing by creating agreements/rules for dance behavior. Prompts: Before we begin dancing, I have a question for you. How can you be creative and safe at the same time? Charts student responses for classroom dance behavioral expectations. Student: Contributes to group agreements. 3. Leads students in BrainDance warm-up. (Originally developed by Anne Green Gilbert, reference: Brain-Compatible Dance Education, video: BrainDance, Variations for Infants through Seniors). Page 1

2 Music: Language of Dance BrainDance 2/3 #8, Writing Dances. Prompts: Shape is an important dance word. Notice where we make shapes in the BrainDance. Leads the dance using the following sequence of movement patterns: Breath: Inhales and exhales. Repeats. Prompts: Your muscles and your brain need oxygen, so slowly inhale through your nose and slowly exhale through your mouth. Tactile: Brushes arms and legs. Taps body lightly from head to toe. Prompts: Slowly brush your arms. Slowly brush your legs. Quickly tap from the top of your head all the way to your toes. Core-Distal: Gradually increases the size of the body, growing from the center of the body into a big shape and then shrinking back into a small shape. Repeats. Prompts: Smoothly grow into a big shape. Smoothly shrink into a small shape. Smoothly grow into a big shape. Smoothly shrink into a small shape. Sharp, big shape. Sharp, small shape. Sharp, big shape. Sharp, small shape. Head-Tail: Curls the body forward from head to tailbone. Curls it backwards. Repeats. Curves from side-to-side several times. Prompts: Smoothly curl forwards and backwards and forwards and backwards. Smoothly curve from side to side. Upper Half and Lower Half: Stabilizes the lower half of the body and only the top half dances. Prompts: The top half of your body is in motion, while the lower half is frozen. Move big. Move small. Move high. Move low. Move fast. Move slowly. Stabilizes the upper half of the body. Only the lower half dances, staying in one spot. Prompts: The lower half of your body is in motion, while the upper half is frozen. Move big. Move small. Move high. Move low. Move fast. Move slowly. Body-Half Right and Left: Stabilizes the left side of the body and only the right side dances. Repeats on the opposite side. Prompts: Your left side is frozen and only the right side dances. Move big. Move small. Move high. Move low. Move fast. Move slowly. Now the right side is frozen and the left half dances. Move big. Move small. Move high. Move low. Move fast. Move slowly. Eye-Tracking: Follows the thumb with the eyes from side to side and up and down. Prompts: Keep your eyes on your right thumb. Smoothly move it from one side to the other. Watch your left thumb as you smoothly move it from side to side. Watch your right thumb as you smoothly move it up and down. Watch your left thumb as you smoothly move it up and down. Cross-Lateral: Reaches across the body with one hand and then the other, on high and low levels. Prompts: Use your hands to draw lines crossing in front of your body. Reach across up high, up high, down low, down low. Up high, up high, down low, down low. Up high, up high, down low, down low. Up high, up high, down low, down low. Spin/Vestibular: Turns clockwise. Stops and freezes in a shape. Turns counterclockwise. Stops and freezes in a shape. Repeats. Prompts: Glue your arms to your sides. Slow turn. High shape. Slow turn. Low shape. Fast turn. High shape. Fast turn. Low shape. Inhale. Exhale. Prompts: What shapes did you do in the BrainDance? Student: Participates in warm-up according to teacher prompts. Embedded Assessment: Criteria-based teacher checklist room scan 4. Introduces the dance concepts of self-space, general space, and shape. Uses verbs to describe the movements. a. Demonstrates the concepts. Displays the dance word signs for the concepts. Prompts: When dancers dance in self-space, they stay in one spot. When you did the BrainDance you stayed in one spot, so you did the BrainDance in self-space. Swaying and bending are movements we can do in our self-space. Those are verbs or action words. Dancers use verbs to tell you the actions they do in their dances. When dancers dance in general space, they travel. They Page 2

3 dance in the empty space so they don t touch anyone or anything. Skipping and walking are movements we can do in the general space. Those are more great action words. When you are frozen, like a statue, you are in a shape. b. Directs Move and Freeze with self-space, general space, and shapes. Plays the two percussion instruments, one for each type of space (e.g. self-space shaker, general space drum) and cues the students. Prompts: When you hear the music you move and when it stops, you freeze in a shape. Do a self-space movement, stretching, to move in one spot. Plays drum for a few seconds then stops playing. Freeze in a shape. Do a general space movement, skipping, to travel through the empty space in the room. Plays drum for a few seconds then stops playing. Freeze in a shape. Repeats with other movements in self-space (e.g. melt, twist), and movements in general space (e.g. leap, tiptoe). Refers to locomotor and non-locomotor movement chart for additional suggestions. Student: Analyzes and explores the concepts as cued by teacher. Embedded Assessment: Criteria-based room scan and teacher checklist 5. Brainstorms a list of vivid verbs to dance in self-space and in general space. a. Leads a discussion of what makes a verb vivid. Prompts: We are going to make a list of verbs or action words. Writers like their verbs to be vivid. What does vivid mean? What makes a verb a vivid verb? Would jump be a vivid verb? What verbs could be more specific, descriptive, or interesting than jump (e.g. spring, bound)? Vivid verbs can inspire more interesting movement for dancers. b. Displays photos of professional dancers. (Pacific Northwest Ballet: Stanko Milov in George Balanchine s Apollo, Noelani Pantastico in Jean-Christophe Maillot s Roméo et Juliette (2 photos of Noelani). UW World Series postcard: Alonzo King s LINES Ballet.) Prompts: Here are some photos from Pacific Northwest Ballet performances, and a postcard from a dance company that performed in the University of Washington s World Series. Can you think of some vivid verbs to describe the actions of the dancers? c. Charts student response, with a column for self-space words and a column for general space words. Prompts: Let s make a list of verbs or action words. We are GENERATING IDEAS for our dance. In one column, we ll list verbs we can dance in self-space and in the other column, we ll list verbs we can dance in general space. I ll write down the verbs that you used to describe the dancers actions. What other vivid verbs could we use in our dances? Student: Adds suggestions to verb lists. Embedded Assessment: Criteria-based teacher checklist 6. Demonstrates the Three Vivid Verbs Dance. With a couple of student assistants, selects three verbs from the list. Selects one or two verbs from each column, so both self and general space are represented. Puts the verbs in an order or sequence. Adds a beginning and ending shape. Notates dance. Demonstrates the dance with music. (Hint: you will have eight counts to do each verb in the music.) Music: The Three Vivid Verbs Dance #10, Writing Dances. Prompts: We are going to create a Three Vivid Verbs Dance. We ll be organizing our ideas and making decisions. By doing so we are CREATING MEANING as artists. First, we ll choose three verbs. We ll pick them from both columns so we ll have both self and general space verbs. We will put them in order. Write down our dance: verb one, verb two, and verb three. Our dance will also need a shape at the beginning and the end. Now we ll show you our dance with music. Student: Assists or observes demonstration of choreography of the verb dance. Page 3

4 7. Guides students through choreography and rehearsal of the Three Vivid Verbs Dance. Describes the process. Divides class into small groups of about four students. Gives each dancer a Three Vivid Verbs Dance choreography worksheet and a pencil. Prompts: Now it s your turn to CREATE MEANING as an artist. You are going to be a choreographer, a dance maker. First, choose three verbs. Pick them from both columns so we ll have both self and general space verbs. Put them in order. Write them down on your worksheet. Add a shape at the beginning and the end. Draw or describe the shape on your worksheet. Now practice the dance with music. Student: Choreographs, notates, and rehearses verb dance. Embedded Assessment: Criteria-based teacher checklist 8. Leads students through a performance of the Three Vivid Verbs Dance followed by a responding process. Invites one or two groups to perform at a time. Discusses performer and audience behavior. Prompts: Performers, what do you want from your audience? Audience, what do you want from your performers? After the dance is performed, leads reflection. Prompts: Part of the artistic process is SELF-REFLECTION. Dancers check in with each other and then refine their work. Turn and talk with a partner. Describe the verbs that you saw. How could you tell which movements were in self-space and which were in general space? Describe the shapes that you observed. Student: Performs and describes dances. Embedded Assessment: Criteria-based teacher checklist; self and peer assessment Page 4

5 Vocabulary Materials and Community Resource WA Essential Learnings & Frameworks Arts Infused: Action words Vivid verbs Reading/Writing: Verbs Writer Arts: Choreographer General space Self-space Shape Performance: Pacific Northwest Ballet; Seattle, WA World Series of Dance; Seattle, WA Performance Materials: Lesson criteria chart CD player Writing Dances music CD Dance word signs: self-space, general space, shape Two percussion instruments (e.g. shaker and drum) Locomotor and non-locomotor movement chart Big papers or whiteboard and markers for charts Three Vivid Verbs Dance choreography worksheets for each student Pencils Assessment checklist Dance Photographs: Pacific Northwest Ballet: Stanko Milov in George Balanchine s Apollo Noelani Pantastico in Jean-Christophe Maillot s Roméo et Juliette (2 photos of Noelani) Angela Sterling (see CD for images) UW World Series postcard: Alonzo King s LINES Ballet Arts State Grade Level Expectations AEL concepts: self and general space, shape AEL principles of organization: creates and performs structured improvisations AEL 1.2 skills and techniques: creates and performs simple combinations of locomotor and nonlocomotor movements AEL 1.4 audience skills: responding AEL 2.1 creative process: gathers information, organizes ideas, reflects AEL 4.2: connection between dance and writing Writing State Grade Level Expectations Uses a variety of words Selects specific words; selects effective words from various sources: cultural background Uses words from classroom resources (e.g. word walls, charts) Page 5

6 THIRD GRADE LESSON ONE: Dancing Three Vivid Verbs Three Vivid Verbs Dance Choreography Worksheet Name: Date: beginning shape? first vivid verb? Is it in self-space or general space? second vivid verb? Is it in self-space or general space? third vivid verb? Is it in self-space or general space? ending shape? Page 6

7 ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL) THIRD GRADE LESSON ONE: Dancing Three Vivid Verbs ASSESSMENT WORKSHEET Disciplines ARTS WRITING ARTS and WRITING Concept Selfspace General Shape Lists Dancing and Notation space Students Performs nonlocomotor actions on one spot Performs locomotor actions through the room Freezes in a statuelike form Freezes in a shape at the beginning and the end of the dance Selects and orders three specific action words, representing both general and selfspace movement Dances three specific action words, representing both general and self-space movement Total Percentage Criteria-based Reflection Questions: (Note examples of student reflections on back.) Generating Ideas: Constructing Meaning: Self-Reflection: Notates the dance Total Points 7 Thoughts about Learning: Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning? Lesson Logistics: Which classroom management techniques supported learning? Teacher: Date: Page 7

8 ARTS IMPACT ARTS-INFUSED LEARNING FAMILY LETTER ARTS AND LITERACY THIRD GRADE LESSON ONE: Dancing Three Vivid Verbs Dear Family: Today your child participated in an Arts and Literacy lesson. We talked about learning the language of dance and also exploring how writers use language. We discovered how vivid verbs describe the actions that dancers do. We did the BrainDance to warm-up our brains and our bodies. We learned and explored these dance concepts: self-space (dancing in one spot), general space (traveling), and shape (freezing like a statue). We generated ideas by brainstorming a list of vivid verbs. We organized our ideas and made choices to create dances from three vivid verbs. We reflected upon our process of making a vivid verb dance and what we learned about dance and about words. You could use vivid verbs to describe some of the actions you do at home or while playing sports. Ask you child to show you how you could dance a vivid verb. Enduring Understanding Specific movements and vivid verbs communicate precise action. Page 8